Federal Programs - Title 1

Data Teams

Todd Lane Elementary School 

Center Grange Primary School 

Ms. Christina Feragotti, Principal 

Ms. Carla Kosanovich, Principal 

Ms. Amy Abrams, ASAP 

Ms. Elisa McAlister, ASAP 

Ms. Jennifer Unger, ASAP 

Mr. Jeff Verner, ASAP 


A.S.A.P. - All Students Advancement Plan

One of the educational opportunities which evolved from the school district merger process in the Spring of 2009 was the Central Valley School District’s All Students’ Advancement Plan (ASAP). Educators who were passionate about raising student achievement at all grade levels developed this plan. A portion of the ASAP program is supported by federal funds through the Title I program. Title I is the largest federal assistance program for our nation’s schools. The goal is to provide a high-quality education for every child. The program provides extra help to students who need it most.
In this plan, the Central Valley School District staff will review state and local assessment data to determine cohort and individual student strengths and weaknesses. Upon reviewing the assessment results, staff members will then make data-driven decisions to provide differentiated instruction opportunities for students. ASAP was not only designed to address remediation and reinforcement of curricula but to make academic enhancement a priority as well in the Central Valley School District.
The ASAP program is based on the RtII model. Three levels of Tiered support exist within ASAP. Each classroom teacher provides Tier I support and it is the foundation of every child’s core educational program. Tier II services occur for students that have met the grade level selection criteria. These services occur in addition to the core educational program multiple times per week. Tier III services are provided only after students have been involved within Tier II services. Based on each child’s needs, Tier III services typically occur on a daily basis. 

Mission Statement

To raise student achievement at all grade levels, for all students and prevent academic failure through research-based interventions and data-driven decision making.

Multiple Measures of Assessment

The ASAP uses multiple measures of assessment to determine eligibility and continue progress monitoring throughout the school year. The assessments used are listed below.


Early literacy assessment & intervention, grounded in the Science of Reading. mCLASS is an all-in-one system for Science of Reading-based universal screening, dyslexia screening, and progress monitoring. Powered by DIBELS® 8th Edition, mCLASS helps you measure and strengthen the foundational skills that all students need to become confident readers. 

mCLASS, the only digital provider of DIBELS 8th edition assessments, provides universal screening, dyslexia screening and progress monitoring to assess your students on their reading trajectory and what skills they need to develop.

You’ll observe students as they form sounds or read words and text. Then, mCLASS instantly scores and analyzes student response patterns to provide you with diagnostic data and instructional focus for each student and group.

With mCLASS, you’ll have everything you need to support every type of learner in your classroom, including advanced learners, multilingual learners, and students at risk for dyslexia.

For more information visit https://amplify.com/programs/mclass/

DIBELS 8th Edition

DIBELS 8th Edition is a set of short (one-minute) fluency measures that can be used for universal screening, benchmark assessment, and progress monitoring in Kindergarten to 8th grade. DIBELS 8th Edition provides educators with standards for gauging the progress of all students.

DIBELS 8th Edition has a lot to offer that no other curriculum-based measurement (CBM) system ever has before. In fact, DIBELS 8th Edition is more useful for more students in more grades than ever before.

  • Extended grade levels. DIBELS can be used from kindergarten through eighth grade.
  • Consistent subtests within grade. Subtests relevant to a given grade are offered at every benchmark period.
  • Enhanced composite scores. DIBELS composite scores has been overhauled to make them better than ever at predicting risk.
  • New and revised subtests. DIBELS now includes word reading fluency and existing subtests have undergone extensive improvement efforts to maximize their usefulness.
  • Expanding the safety net. DIBELS now offers a word reading fluency measure that can help to identify students with poor sight word and irregular word reading skills that other subtests miss. Maze is now offered for second grade, nonsense word fluency has been extended to third grade and includes advanced phonics patterns, and oral reading fluency and maze have been extended through eighth grade.
  • Expanding the utility. DIBELS forms now have items that progress in difficulty beyond risk cut-points that provide data teachers can use in planning instruction for all students.
  • Dyslexia screening. DIBELS subtests offer efficient and cost-effective measures of processing speed, phonological awareness, and the alphabetic principle for dyslexia screening purposes.
For more information visit https://dibels.uoregon.edu/dibels8


DIBELS easyCBM Math is comprised of measures of early numeracy, computation, and problem-solving that function as indicators of the essential skills that every child must master in order to become proficient in mathematics. The measures can be used to quickly and efficiently monitor the development of mathematics skills. DIBELS easyCBM Math is designed for use in identifying children experiencing difficulty in the acquisition of basic mathematics skills, in order to provide support early and prevent the occurrence of later mathematics difficulties. It is an assessment used to measure the acquisition of mathematics skills from kindergarten through sixth grade.
The purposes of DIBELS easyCBM Math are:
  • To identify students who may be at risk for mathematics difficulties (universal screening).
  • To help teachers identify areas to target instructional support.
  • To monitor at-risk students while they receive additional targeted instruction.
  • To examine the effectiveness of the school’s system of instructional supports.
  • The advantages of DIBELS easyCBM Math are:
  • It is specifically designed for use within a problem-solving, outcomes-driven model of decision-making and response to intervention.
  • It is directly aligned to the Common Core State Standards in Mathematics.
  • Its measures are reliable and valid.
  • Its research-based benchmark goals are being developed for the measures, which define a level at which the odds are in the student's favor of meeting later mathematics outcome goals.


Founded by educators nearly 40 years ago, Northwest Evaluation Association (NWEA) is a global non-profit educational services organization known for its flagship interim assessment, Measures of Academic Progress (MAP) These assessments measure student growth and learning needs, foster educators’ ability to accelerate student learning, and are based on research that supports assessment validity and data interpretation.
In any given classroom, students learn and grow at different rates. To help tailor teaching to meet the needs of all students, this computer adaptive research based assessment is used three times during the school year in grades K-8. The NWEA assessments deliver precise and immediate results that identify learning levels, and the data is used to differentiate instruction.
NWEA assessments react to each student’s answers. In the testing world, this makes assessments “adaptive,” or personalized to measure the needs of every student. If you child answers a question correctly, the test follows up with a more challenging question. If your child answers incorrectly, the test follows up with an easier question.
This computer-adaptive test dynamically adjusts to each student’s instructional level for personalized testing. It provides a clear understanding of students’ performance across a range of subjects without being limited to a particular grade level, making it easy to develop individualized learning plans. NWEA assessments can be used as a diagnostic tool, to assist with student placement, and to measure gains to provide insight into program effectiveness.
For more information, please go to https://www.nwea.org/assessments/

STAR Assessments

STAR assessments are computer adaptive, using sophisticated item calibration and psychometrics to dynamically adjust to each student’s unique responses. Fully supported by extensive research, they are easy to administer and yield the valid, reliable, actionable data educators need.
For more information, please go to http://www.renaissance.com/products/star-assessments

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